Proposal

=__Proposal for School Board__=

Following is a draft proposal for a One to One laptop program for the Rye School District. This is a work in progress. For more information, please contact Principal Chris Pollet at 964-5591.

** One to One Laptop Proposal ** I.  ** Purpose: Enhancing Student Learning ** . What are we doing now . What can we be doing . Why are we doing this . Learning Goals . Sample Curriculum (e.g. Digital Story Telling, Sharing knowledge – a broader community, Accessing knowledge, etc.) II. ** Evaluation Approach ** . how measure success . what are indicators and targets . measure bench mark indicators (current measures) . possible metrics (student grades; IT comfort level; s/w application knowledge) . use of student assessments III. ** Implementation Approach ** . what grade(s) . timing for teacher laptops and training . timing for students . take home vs. stay in school . how transition pilot to full-scale rollout

IV. ** PD Training ** . For teachers . For students . Applications; Operating System . Curriculum Integration training

V.  ** 1 to 1 Program Oversight ** . who will oversee the program . will we have teacher stipends . include integrator . what will Tim’s role, Chris’ role and Bonnie’s role be . will students take a leadership role

VI. ** Hardware and Software Requirements ** . hardware requirements . s/w requirements . what do we have now . costs / budget . security approach . COWs versus in classes

VII. ** Lessons Learned ** . other schools . other states

VIII. ** Funding Options ** . pilot options . full-scale options 
 * IX.  **** Appendix **
 * __ I. Purpose: Enhancing Student Learning __**

__ Higher order of thinking skills: __ ·  Potential for analyzing, researching, writing, editing, creating, publishing, presenting and learning is greatly increased. ·  Lessons can be more tightly integrated across disciplines ·  The ability to extended lessons deeper into advanced thinking as technology can speed up the basics (e.g. use of spreadsheet can get to extended learning about the content of the data). For example, gathering data can be done by students; analyzing data can be done on the computer; data can be manipulated to see how variables can affect the results; answer the “what if” questions students always have. Getting to the thinking part is faster with the technology. ·  Increases access to quantity and quality of information beyond the walls of the school, that can be consider ·  Enhanced ability to multi-task – critical in an information based world __ Maximize Student Potential: __ ·  The technology will enable teachers to more directly individualize assignments and differentiate instruction based upon the success of each student. ·  Students will have greater ability to extend their own learning ·  Students, when on computers at home, can be directed to computer activities that related directly to their education. ·  Active learners have been found to be more motivated and engaged. ·  One to One programs have demonstrated increased interested in school and eduction. ·  Specialized tools for students struggling in a discipline. __ Extension of lesson / school day: __ ·  The school day is no longer 8:10 - 2:35 ·  Communication will extend beyond the walls of school through on-line communication -- teachers will pose questions online, students can collaborate on-line after school hours. ·  Class-work and homework become more seamless. ·  Homework changes from activities to more of a seamless extension of the class work ·  One to One programs have found evidence of increased school attendance __ New Teaching Methods __ ·  Teachers as facilitators ·  Students as independent learners – uncovering their knowledge ·  Shift from static curriculum content to dynamic content with a focus on student’s skills to access content ·  Real time learning with real content ·  Shift to student as learners of learning ·  Enhances ability to build on portfolios from year to year __ Extending Collaboration: __ ·  Parents can become integrated into assignments via blogs or other online dialogues (e.g. parent knows family living in Burma or has grandparent who served in WWII). ·  Teachers can facilitate on-line connections to experts outside of the school ·  Improved opportunities to work with the IIM (independent investigation method) of research to collaborate across disciplines – increased collaboration within and across grade teams. __ Writing (Draft/Redraft, Grammar) and Communication: __ ·  students have been shown to go into more depth and exhibit improved writing skills ·  students will be able to blog, create on-line journals, interact with peers ·  students will get more frequent guidance from teachers through the on-line writing process ·  grammar programs can be accessed on-line which engage students in to improve writing ·  … __ Reading ____ Comprehension can be improved: __ __ Mathematic Skills: __ ·  Access to tools to enhance skills (computation, algebra, modeling, geometry, graphing, etc.) ·  Access to mathematic software to practice drills ·  Access to mathematic software to expand concept understanding ·  … __ Science Skills: __ ·  Access to tools to enhance skills (probe-ware, sound and imaging software, etc.) ·  Increased exposure to experiments and scientific data ·  Ability to research the scientific, ‘why’, behind every-day school experiences ·  … __ Social Studies Skills:  __ ·  Greater access to current events (real-time) ·  Increased access to historical information and world events ·  Ability to document and build multi-media projects ·  … __ Technology Skills:  __ ·  Enhanced learning of the technology standards (e.g. use collaborate electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners). ·  Increased use of electronic tools (digital storytelling, electronic portfolios, e-publishing, pod-cast, video/editing tools, analysis tools, statistical software, word processing tools, etc.) ·  Greater comfort and familiarity with use of technology ·  … __ Follow the Child Areas (follow the child areas of social, personal and physical wellness): __ ·  students can access on-line tools to understand these content areas ·  students can collaborate with teachers to discuss social and personal wellness ·  students can excel through on-line tools as area of expertise ·  … __ Life Long Leadership Skills: __ ·  Presentation, Planning/Organization, Communication (Inter and Intra personal) ·  Research Skills, Blogging, Collaboration ·  Increased ability to create multi-media presentations and present in front of students. ·  Organization skills – organizing research and content. ·  Digital citizenship, time management ·  …
 * The central purpose and concept of a one to one laptop initiative is to ****__ enhance student learning __**** . **
 * This initiative will enhance learning __across__ academic disciplines in several ways: ** **
 * This initiative will enhance learning __across__ academic disciplines in several ways: ** **
 * Academic Content will also be enhanced in many ways: **
 *  ·  ** Reading comprehension has been improved with more active learning opportunities. Students do a great deal of their reading on the computer.  [|[s1]]
 *  ·  **** Increase quantity of reading through computer based reading and research. **
 *  ·  **** Access to formative assessments by students as needed **
 *  ·  **** Importance to learn to read on-line in today’s environment **
 *  ·  **** … **


 * __ II. Evaluation __**

·  Attitude toward school will improve with the access to technology(My Voice Survey) ·  Productivity has been shown to improve with easier access to student work. ·  Attendance (Attendance rate) will improve with the prospect of using technology on a more regular basis ·  Engagement (Supervision, Student Output, On task login) will improve day to day. ·  Grades/ Student Work (Report Cards, Portfolios) will improve with a more user friendly medium to complete work and add to portfolios. ·  Standardized Test Scores (NECAP, CAT, Dibels, WIAT) will improve slightly but as we go ahead in time more standardized testing will be done on the computer. ·  Future Accomplishments (Awards, John Hopkins, Prep School, College) will be enhanced with better presentations and a more complete look at our students as individuals.  III. Implementation Approach Implementation Approach (Chris L.* and Tim) . what grade(s) . timing for teacher laptops and training . timing for students . take home vs. stay in school . how transition pilot to full-scale rollout __ What Grades __ The One to One Laptop initiative could be rolled out to the entire school or could be rolled out in stages. To limit the investment required for a staged approach, the smallest enrolled grade (grade 6) could be targeted for the pilot. This will minimize the number of laptops required for the pilot program, and thus minimize the initial investment. This has the further benefit that students in grade six can remain in the program as they enter grade 7. Should the program be deemed a success, two options could be followed. A new entering grade six could receive laptops and or the grade eight could get them (going school wide). It is important to note that New Castle students join in grade 7, so that approximately 10 additional laptops will also need to be purchased for these students in year 2. __ Timing for Teacher Laptops and Training __ Research on successful One to One programs nearly always points to teacher training and technology adoption as a critical success factor. It is imperative that teachers are comfortable with the technology prior to student participation. Further, some teachers will want to rethink how portions of their curriculum is delivered to take advantage of the new technology. A two week Summer Institute for Teachers in the target grade is planned for Summer, 2009 as part of the pilot. The Summer Institute should be offsite and include the 4 core teachers, the special Ed teacher, possibly unified arts (depending on that rollout), other parties such as curriculum development. Core teachers from other grades should be invited to attend if they wish. Otherwise or in addition they can attend Summer Institutes the summer before their launch. Timing for Students The pilot grade students would receive their laptops in September, 2009. Most likely it would be at the end of September, to allow the school time to properly configure and test the equipment prior to distribution. Take Home vs. Stay in School Other one-to-one programs differ on their policy as to whether the laptops can travel home with students. Some schools have a hybrid model where students can check them out on occasion for specific assignments. This is an area that will be continue to be researched. The benefits of a take home policy are fairly obvious and include more ability to do home work, additional identification with the technology, continuity of study, etc. The downsides are not as obvious: damage to equipment, exposure to malware, configuration changes, home network compatibility issues, etc. While the experience of the program would change dramatically based on the take home policy, the Investigative Committee feels the benefits to the program would be substantial regardless of the policy. How the Transition from Pilot to Full-Scale Rollout In January, 2010 a Review of Objectives will be made to determine if pilot should be expanded to the next grade level(s). Prior to launch, a set of success criteria will be established. The program will be judged based on ability to meet these criteria. Should the pilot program be deemed successful, another Summer Institute would be run in the summer of 2010. In September 2010 the next grade(s) would be launched.  IV. PD Training ISTE’s core belief that all students must have regular opportunities to use technology to develop skills that encourage personal productivity, creativity, critical thinking, and collaboration in the classroom and in daily life. Coupled with the standards, the profiles provide a set of examples for preparing students to be lifelong learners and contributing members of a global society. __Profile for Technology (ICT) Literate Students __ __Grades 6–8 (Ages 11–14) __ The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6–8 (ages 11–14): National Educational Technology Standards for Students © 2007 ISTE. All Rights Reserved. Excerpted from NETS for Students Booklet The numbers in parentheses after each item identify the standards (1–6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are: 1. Creativity and Innovation <span style="FONT-SIZE: 11pt; COLOR: #d2a133; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt">2. Communication and Collaboration <span style="FONT-SIZE: 11pt; COLOR: #d2a133; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt">3. Research and Information Fluency <span style="FONT-SIZE: 11pt; COLOR: #d2a133; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt">4. Critical Thinking, Problem Solving, and Decision Making <span style="FONT-SIZE: 11pt; COLOR: #d2a133; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt">5. Digital Citizenship <span style="FONT-SIZE: 11pt; COLOR: #d2a133; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt">6. Technology Operations and Concepts <span style="FONT-SIZE: 11pt; COLOR: #d2a133; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt"> <span style="FONT-SIZE: 11pt; COLOR: #d2a133; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt"> <span style="FONT-SIZE: 13pt; COLOR: black; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt">http://www.evalutech.sreb.org/21stcentury/whatare.asp <span style="FONT-SIZE: 11pt; COLOR: #d2a133; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt"> <span style="FONT-SIZE: 11pt; COLOR: #d2a133; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 12.0pt"> Professional Development
 * (How do we know this is working?) **
 * 1) Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2)
 * 2) Create original animations or videos documenting school, community, or local events. (1, 2, 6)
 * 3) Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4)
 * 4) Participate in a cooperative learning project in an online learning community. (2)
 * 5) Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3)
 * 6) Employ data-collection technology such as probes, handheld devices, and geographic
 * 7) mapping systems to gather, view, analyze, and report results for content-related problems. (3, 4, 6)
 * 8) Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6)
 * 9) Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5)
 * 10) Integrate a variety of file types to create and illustrate a document or presentation. (1, 6)
 * 11) Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6)

__Results__
= __Student outcomes__ = = __School – wide outcomes__ = Background information Levels of USE Automating things we did before the computer Examples: Drill and practice Online texts Content management systems Teacher powerpoints || New possibilities only allowed or enhanced by technology Examples: Web 2.0 tools (interactive, communication) Project based with multimedia Inquiry Information access Digital storytelling Webquests Digital content and tools || The students will spend their adult lives in a 21st century global, information-based society where multitasking will be a must, and technology will be essential to productivity.
 * Information – Communication Literacy Skills
 * Technology proficiency
 * Content Knowledge
 * 21st Century skills
 * Enhanced academic achievement
 * Enhance teaching with technology
 * Student use of tech as a tool
 * All staff use technology to support student learning

__ Suggested practices for PD __
Multiple approaches suggested. i.  Alan November Summer Training sponsored by NHSTE this summer. ii. NECC – National conference, June/July, 2008 iii. Follow up meeting for reflection and implementation ideas i.  Wiki, distribution list i.  Use the tools – webcasts, social networks, screencasts, SIG 1.  Start 1:1 webcast show i.  Just in time, not just in case 1.  in-house support ii. Change based on teacher voices iii. Content meetings with agenda iv. Zone of proximal development – Vygotsky 1.  zone between independent performance and assisted performance 2.  <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt">http://video.google.com/videoplay?docid=634376752589779456 ·  classroom teachers with teaching with technology experience ·  job embedded support – during the day o  team teach or model teaching o  co-develop or review teacher developed materials o  support teachers trying new things Maine – PD indicators <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> One to One Laptop Proposal for RJH 1 to 1 Program Oversight . who will oversee the program . will we have teacher stipends . include integrator . what will Tim’s role, Chris’ role and Bonnie’s role be . will students take a leadership role There are many aspects of a one to one program that require program oversight. As such, to successfully achieve the goals of the program we must include a multi-facetted and integrated oversight structure. <NOTE: SEE WORD DOCUMENT FOR CHART> The **//1 to 1 Oversight Committee//** will provide overall guidance to ensure the initiative is moving forward, that the infrastructure and curriculum teams are providing for a successful program. The committee will meet on an ongoing basis (bi-weekly to start, monthly to bi-monthly once operationalized). This committee will consider long range planning for the program, it will consider questions around budget, future expansion and/or contraction, etc. As questions come up from the infrastructure and integration committees, it will provide recommendations – for example, use policy issues. The principal and board representative will provide the connection between the program and the school board. The **//Technology Infrastructure Team//** will be responsible to ensure the hardware and software is maintained. Student volunteers will play a critical role to assist with lap-top maintenance, upgrades, etc. These students may be part of a technology club and may rotate their responsibilities. This group will determine much of the use policies – e.g. use outside of the classroom, etc. The students will learn responsibility, leadership and organization skills as they take on this leadership responsibility. The IT staff will perform the more complex maintenance role. It should be noted that the laptops should be purchased with a maintenance plan so that system failures can be corrected without Rye resources. This group should also propose new technologies and/or software to the Curriculum Integration committee when possible. This group should also recommend and keep the Oversight Committee apprised of future infrastructure needs. In addition to this groups role, all students will take place (on a rotating basis) to help maintain the computers – for example, students will take on the periodic responsibility of ensuring all laptops return to their ‘carts’ at the end of the day. The **//Curriculum Integration Team//** will ensure that teachers are successfully integrating the technology within their classes. Independent of this committee teachers will be incorporating the use of the computers into their daily lesson planning. Subject and grade teams will routinely be incorporating the use of computers into their team planning. This committee will look for best practices from other schools and convey these best practices back to the larger school community. The committee will consider school-wide projects that connect all students in all grades. This committee will lead professional development sessions throughout the year to educate each other on new methods and best practices. The **//Princpals and Principal Advisory Committee//** will provide feedback to the Oversight Committee as they hear from stakeholders. They will also offer a decision making body when questions arise that the Oversight Committee can not answer. The District Technology Committee will receive input from the Oversight Committee when developing the technology vision plans and creating the district budget. Stipends will not be provided to committee members. Just as educators participate currently in committee work such as the technology committee, foreign language committees, etc., these individuals will participate during school and as need in meetings before or after school.
 * 1) Begin with getting the technology to the staff (all staff working with that grade level).
 * 2) Training focused on pedagogy primarily
 * 3) Initial training during the summer
 * 4) Rationale – less pressure, time to investigate on their own, time to prepare; time to reflect
 * 5) Formal training – condensed, immersion style
 * 1) Informal training – teachers meet to share successes and discuss challenges; suggest these meetings are scheduled and have agendas; staff expected to share. – Reflection built in.
 * 2) Begin to gather resources
 * 3) Develop a way to share information within the school and beyond
 * 1) Develop resources outside of our school
 * 1) Embedded PD - PD in the context of teaching
 * 2) During the day, not on teachers’ time
 * 3) Focus on teaching – not technology
 * 4) Pay attention to energy levels
 * 5) Respond to teacher’s needs
 * 1) <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt">Tech integrators
 * 1) Meet (face to face or virtually) with others
 * 2) For motivation, support, inspiration
 * 3) Connect with NH and ME schools
 * 4) Best when looking for specific content
 * 5) Workshops – in-house and out of house
 * 6) SAU staff may be interested too.
 * 7) Start to include the next grade level at a minimum. Open to all interested would be best. More interest > more ownership > better integration.
 * 8) Conferences
 * 9) November 08 – McAuliffe
 * 10) Check regional conferences <span style="FONT-SIZE: 13pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt">
 * 11) <span style="FONT-SIZE: 13pt; COLOR: black; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt">Penn State College, Pennsylvania, USA April 28-30, 08
 * 12) <span style="FONT-SIZE: 13pt; COLOR: black; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt">http://sig1to1.iste.wikispaces.net/1to1+Conferences
 * 13) Provide support for principals
 * 14) Job – alike meetings to share; problem-solve
 * 15) Leadership strategies
 * 16) Provide adequate time for teachers to spend learning how to integrate laptops into the curriculum through project-based learning.
 * 17) Visitation days
 * 18) Observe each other
 * 19) Provide time for teachers to do the extra preparation of planning and implementation.
 * 20) Planning day voiced by staff member on approval
 * 21) Provide internal and external professional developers, mentors, and coaches to guide teachers through the development and implementation of laptop-enhanced learning experiences.
 * 22) Online support?
 * 23) Trish Underwood model
 * 24) Jenifer Van Deusen – ME / Apple PD chair
 * 1) multiple approaches
 * 2) engagement & pedagogy focus
 * 3) just in time
 * 4) tech integrators
 * 5) tech in context of teaching
 * 6) emphasizes 2nd ‘level of use’ applications (project based, inquiry, web 2.0, etc.)
 * 7) human network – how everyone handles issues, sharing
 * V. 1 to 1 Program Oversight **
 * Project Oversight **
 * Teacher Stipends **

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> 2008-2009 ||  ||   ||  2009-2010 ||   ||   ||  2010-2011 ||   ||   ||  2011-2012 ||   ||   ||  2012-2013 ||   ||   ||  ||  ||  ||   ||  ||  ||   ||  ||  ||   ||  ||  ||   ||  ||  ||   || No. Students || || ||   ||  ||  ||   ||  ||  ||   ||  ||  ||   ||  ||  ||   ||  Grade 6  || 55 ||  ||   ||   65  ||  ||   ||   58  ||  ||   ||   54  ||  ||   ||   42  ||  ||   ||  Grade 7  || 65 ||  ||   ||   63  ||  ||   ||   73  ||  ||   ||   66  ||  ||   ||   62  ||  ||   ||  Grade 8  || 83 ||  ||   ||   65  ||  ||   ||   63  ||  ||   ||   73  ||  ||   ||   66  ||  ||   || ** Total Students ** || ** 203 ** ||  ||   ||  ** 193 ** ||   ||   ||  ** 194 ** ||   ||   ||  ** 193 ** ||   ||   ||  ** 170 ** ||   ||   ||  ||   ||   ||   ||||||  *Average 8 New Castle kids projected || ||  ||   ||   ||   ||   ||   ||   ||   ||   ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||  ||  ||  Warranty || Laptop Age || || Warranty || Laptop Age || || Warranty || Laptop Age || || Warranty || Laptop Age || || Warranty || Laptop Age || Cow6 || 22 ||  1 yr warranty || 3 ||   22  ||  no warranty || ** 4 ** ||  22  ||  no warranty || ** 5 ** ||  22  ||  no warranty || ** 6 ** ||  22  ||  no warranty || ** 7 ** || Cow7  || 24 ||  3 yr warranty || 1 ||   24  ||  2 yr warranty || 2 ||   24  ||  1 yr warranty || 3 ||   24  ||  no warranty || ** 4 ** ||  24  ||  no warranty || ** 5 ** || Cow8  || 24 ||  3 yr warranty || 1 ||   24  ||  2 yr warranty || 2 ||   24  ||  1 yr warranty || 3 ||   24  ||  no warranty || ** 4 ** ||  24  ||  no warranty || ** 5 ** || UA1 (old cow7)  || 22 ||  no warranty || 3 ||   22  ||  no warranty || ** 4 ** ||  22  ||  no warranty || ** 5 ** ||  24  ||  no warranty || ** 6 ** ||  24  ||  no warranty || ** 7 ** || UA2 (old cow8)  || 22 ||  no warranty || 3 ||   22  ||  no warranty || ** 4 ** ||  22  ||  no warranty || ** 5 ** ||  22  ||  no warranty || ** 6 ** ||  24  ||  no warranty || ** 7 ** || ** Total Laptops ** || ** 114 ** || ||   ||  ** 114 ** ||  ||   ||  ** 114 ** ||  ||   ||  ** 116 ** ||  ||   ||  ** 118 ** ||  ||   || ** Laptops needed ** || ** 89 ** ||  ||   ||  ** 79 ** ||   ||   ||  ** 80 ** ||   ||   ||  ** 77 ** ||   ||   ||  ** 52 ** ||   ||   ||  Purchase 27 laptops instead of desktops for the rooms  || ** 27 ** || 3 yr warranty || 1 ||  ** 27 ** ||  2 yr warranty || 2 ||  ** 27 ** ||  1 yr warranty || 3 ||  ** 27 ** ||  no warranty || 4 ||  ** 27 ** ||  no warranty || 5 || ** Laptops needed ** || ** 62 ** ||  ||   ||  ** 52 ** ||   ||   ||  ** 53 ** ||   ||   ||  ** 50 ** ||   ||   ||  ** 25 ** ||   ||   || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> Since the late 1990s, many states have been starting their own 1-1 laptop pilot programs. Every year there are more programs starting up. One of the first, and most notable is Maine. Other notable programs have been piloted in Florida, California, Virginia, Michigan, and of course, New Hampshire.(*)
 * Additional Oversight Comments / Questions **
 * We could consider looking for a retired resident or resident with availability to assist with the oversight and provide support.
 * We could approach a resident to see if his/her company would donate additional support or oversight if needed/desirable.
 * We will need to re-evaluate the oversight process on a periodic basis.
 * VI. Hardware and Software Requirements **
 * Students ** ||
 * Students ** ||
 * Laptops ** ||
 * Laptops ** ||
 * VII. Lessons Learned from Other Programs **


 * Making it work **

What does it take to make a 1-1 laptop program work? Most programs agree that success depends, in a large part, on professional development, teaching the teachers how to use the technology in their everyday classes. The Maine program did a study that showed students fared better with teachers who had more instruction and support in using laptops in their classrooms than students whose teachers were given the technology to use, but no professional development.(*)

Lessons learned from most programs also stated that an equally important factor in program success was support from a technology integrator. A technology integrator is someone whose job is to help the teachers combine curriculum with technology. Lessons learned from the Henrico County Schools in Florida defined the technology integrator as someone who is “…key in developing content and lessons as well as in modeling best practices and helping classroom teachers identify ways to incorporate technology into their teaching strategies…”.(*)

Another key to the success of 1-1 laptop programs, noted across the board in lessons learned documents, was reliability of the infrastructure (including network speed and reliability), reliability and speed of the PCs, and readily available technical support. Quite a few programs reported that one of the biggest problems they had was dealing with the technical aspects of daily support and resolution of technical problems in the classroom.

Also widely mentioned in lessons learned documents is the need for support from school officials, administrators, and even parents.


 * Who Benefits? **

Some programs have found that all students benefited from laptops in the classroom, not just students who needed extra help, where the laptops allowed teachers to differentiate the curriculum, but the benefit was across the board, for all students. Students that were ahead could delve more deeply into research projects. Students that were behind in some areas could work independently with tools targeted to specific areas of learning.

All programs noted a shift in the educational paradigm from the “ivory tower” to a more student-empowered type of learning. Teachers become facilitators rather than the knowledge keepers. Almost all school districts are claiming that students are more engaged in this type of learning, and that students and teachers alike are more excited about the curriculum.


 * Measuring results **

In most states running these programs, they have been finding that the measure of success is not always clear cut. The most obvious measure of success is standardized test scores. In the first few years of the Maine program they found that, with the exception of writing scores, standardized test scores were not significantly different, however, other school districts, such as the Florida Henrico County Schools are claiming significantly increased test scores. A recent study involving Maine’s program shows a resulting improvement in math skills. (*)

Some explanations for the lack of increased standardized test scores are that standardized testing doesn’t measure the skills being taught through the use of laptops in the classroom. These are skills that prepare students for life and work in the 21st century in addition to academic skills such as research, problem solving, and generally “learning to learn”, rather than the rote learning and memorization skills measured by today’s standard testing.

Most programs reported an increase in the quantity and quality of writing, and an increase in writing test scores. The Maine program noted that students were better writers, in general, not just when using the computer. That when given a pencil and paper, students who had used laptops in their school programs performed better on writing tests no matter what the medium.(*)


 * Other Benefits and Costs **

Some schools have created online curriculums which allowed them to build up a library of standards-based lesson plans that could be easily shared. Also, the availability of other quality, online materials both within and outside of the school is staggering, and the materials are more up-to-date and engaging. All programs commented on the benefits of having materials available online, including textbooks.

A few schools listed security problems, students trying to hack the network, surfing the internet, or inappropriate usage of the laptops. Of course these things must be planned for, but program administrators must keep in mind the balance between allowing the students freedom to learn versus securing the network, and not to be so fearful of these problems that the laptops cannot be used to their fullest. Many schools had “usage” agreements that the students and parents signed.

Breakage, theft and loss was not listed anywhere as a major problem, but a lot of schools planned for this with insurance and other strategies.


 * Conclusion **

Across the board, lessons learned documents have stated that 1-1 laptop programs are beneficial, but that administrators should always keep in mind that such a program is “an education initiative, not a technology initiative.” (*) It is easy to get mired in the details of implementing the technology, and as another administrator noted, “…a program like this will really test your resolve, but in the end it is well worth it.”

<span style="FONT-SIZE: 15pt; FONT-FAMILY: Calibri; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-font-kerning: 18.0pt"> ** Phone Conversations ** ·  We had a conference call with Matt Woodrow, Computer Technician at the Armand R. Dupont School in Allenstown, NH (603-485-4474, mwoodrow@sau53.org). This is one of the Governor Benson Laptop Schools. This is a very strong program and our notes are attached. ·  We had a conference call with Linda Volt, Teacher and primary support person for the laptop program at the Paul Elementary School in Sanbornville, NH (603-522-8891). This is one of the Governor Benson Laptop Schools. This is a struggling program and we learned a lot from their missteps. Our notes are attached. ·  Freedom to Learn is the title of Michigan's comprehensive 1-to-1 initiative. This link for the Freedom to Learn main page: [|http://www.ftlwireless.org/index.] ·  142 page summary of 1-to-1 research from Freedom to Learn: http://www.ftlwireless.org/upload_3/research%20summaries.pdf ·  11 minute inspirational video from Freedom to Learn: [|http://www.ftlwireless.org/content.cfm?ID=524|>] ·  NPO devoted to 1-to-1: [|http://k12one2one.org/] ·  Directory of states with 1-to-1 programs: http://k12one2one.org/initiatives.cfm ·  Governor Bensen's 1-to-1 initiative: [|http://www.nhadvantage.com/laptop.] ·  Boston College Professor Bebell's report on the first year of the NH initiative: http://www.bc.edu/research/intasc/PDF/NH1to1_2004.pdf ·  Maine 1-to-1 site: http://www.mainelearns.org/ ·  17 minute presentation on the differences between 1-to-1 and cart based technology delivery that I mentioned from Dr. Damian Bebell of Boston College http://www.portical.org/Presentations/bebell/ ·  Technology in Educ. analysis - http://www.ncrel.org/tech/effects2/concl.htm ·  Why technology in schools - [|http://www.edtechactionnetwork.org/technology_schools.html] ·  Metiri Group review and analysis - http://images.apple.com/education/k12/onetoone/pdf/1_to_1_white_paper.pdf ·  HP 1:1 - [|HP 1:1 Computing Guide to making the right decisions] ** Samples of Implementation ** ·  Policy samples - http://www.actem.org/Pages/ACTEM_WebDocs/samples ·  SWOT analysis - [|http://www.mindtools.com/pages/article/newTMC_05.htm>] ·  Total Cost of Ownership - http://www.classroomtco.org/ ·  TCO chart for schools - [|http://www.classroomtco.org/tco_chart.html>] ·  Maine program - [|http://www.apple.com/education/maine/] ·  Etextbooks - lighten the backpack load, more recent and varied material. A lot of textbook publishers have electronic publications. (See [|"Tossing Out Textbooks"] in Techlearning or [|"Edison's Prediction Revisited"] in Converge Magazine Online.) ·  Online availability of your school library and the town library. ·  Online availability of other resources: for example Grolier or Encarta, or free web sites such as the Library of Congress, NASA, JPL, NOAA, National Geographic Online, etc. ·   Note taking in class. ·  Test taking - Software like [|WinFlash Educator] can help facilitate online testing. (I am sure there is other software to do this, as well.) Additionally, Indiana's [|INAccess laptop program] has turned to Linux and open source software (as opposed to MacOS or Windows) for its program, and uses [|Moodle] to help teach courses (at the high school level) and generate online tests. ·  "Automate" rote learning tasks - Build your own school-wide library of flash cards to help with rote learning tasks using software like [|**WinFlash Educator**]. WinFlash Educator is incredibly versatile and can incorporate graphics and sound, and generate tests (online or printed) from flash card decks. You can get as simple or as complicated as you want. You could even have students contribute their own flash card decks to the school's online library. This could be used as a tool for differentiated instruction in which students who need extra help could use the flash decks to go at their own pace. ·  Virtual tours - go places that you are unlikely to go, for example, tour the [|International Space Station] (click on "Interactive Features" on the right), or a virtual tour of the [|U.S. Capitol Building] Communicate in real time with people in faraway places, such as [|RJH's Robin Ellwood in Antarctica]. ·  Simulation (Science) - for example, [|**Jmol: an open-source Java viewer for chemical structures in 3D.**] Click here for [|JMOL DEMO PAGES]. You need the Java runtime software on your computer to use JMOL. Click here to [|download java runtime.] You also need the [|Java 3D API] to run the demos. Using Jmol you can visualize fairly complex molecules. You can rotate them by clicking and dragging on the molecule. You can also optionally turn on/off molecular details. You can also see animations of molecular behavior such as vibration.
 * Rye Junior High One-to-One Lap Top Initiative Research Sources **
 * Websites **

Also, I found a really cool web site that, if you can believe it, shows models of [|"molecular machine components"]. This a more highly advanced modeling than what was mentioned with Jmol (above), but the program used to do this (NanoEngineer-1) is an open source application, available for free on the internet, and there are data files that can be used for building molecular simulations, also freely available on the internet.

The best thing about the Java applications is that there are a lot of open source ones. If they don't fit your needs, you can modify them, and keep them in your own library. ·  Simulation (Science) - This is an example of a lesson from a college-level statics course involving simulation to help students understand abstract concepts. [|Click here to see the lesson.] Scroll down to see the lessons with simulations. Obviously the same type of thing can be applied at the middle school level. This link is from the [|"Apple Learnng Initiative"], but the course is from the [|"Open Learning Initiative",] Carnegie-Mellon Institute (whose purpose, I gather, is to design online courses). ·  Simulation (Math) - Examples of java applications that graph functions such as [|linear functions] (scroll down and click the "click here to start" button), [|square root functions] (click on "click here to start"), [|quadratic functions] (scroll down and click the "click here to start" button) and more from [|www.analyzemath.com]. (With each type of function, change the parameters and watch what happens!) Watch a [|sine wave graph itself] at the [|Manipula Math site]. Graph a function of your own creation at [|Graph Explorer] ·  University of Minnesota has produced a report [|"Exemplary Technology-Supported Schooling Cases in the USA"] with some general, but interesting videos on the application of technology in various schools and the results (go to "School Reports and Videos" for Lemon Grove Middle School or Jennings Junior High School). ·  University of South Florida, College of Education has produced podcasts of Florida schools using laptops in the classroom. To see these podcasts, [|download ITunes.] When you have it up and running, you will see a box in the upper left, "Itunes Store". Scroll down using "genre" to "ITunesU". I think it is at the bottom of the list. Click on it. Select "University of South Florida. Then select "COEDU" (College of Education), Then select "Technology in K-12 Lesson Plans". Then select the "6-8" tab (or any other tab you want). I picked "The Roman Empire", but try things. These video podcasts show how Florida Schools are using laptops in their curriculum.

In this collection of podcasts, (U of S. FL) choose "Rocket Riot" from the grade 6-8 category. Laptops in this podcast allow students to use a simulator at NASA to predict how their home built rockets are going to fly.

Also good in this category is "Virtual Field Trip of Japan" and "Virtual Vacation".

And there was another one where kids invest money in the stock market and track it over a period of time, but I can't find it.

Now, go back to the ITunes home page (click on the house at the top of the screen), select the "Podcast" genre, and in the box below, select "Education". There are numerous language learning audiocasts.

Go back to the ITunes Home Page and browse the Education and Podcast genres. My favorite is "Jack Horkheimer: Stargazer" podcasts. Get there by going to Podcasts->Science & Medicine->Jack Horkheimer: Stargazer. He does weekly broadcasts (also found on public broadcast stations) on naked eye astronomy. ·  [|**Henrico County Public Schools - Treasure Chest of Web Resources**], is an online library of lesson plans being developed by Virginia teachers.  Alabama - Auburn ·  [|21st Century Learning Initiative].
 * State Programs **

Some interesting, but general links to a video and white papers about their program. California - Fullerton ·  [|Fullerton School District One to One Laptop Program]

Interesting presentations, go to legal and read about the law suit. The school district tried to charge a fee for participating in the program so parents sued on the grounds the California Constitution provides for free schooling. Indiana ·  [|Indiana DOE INAccess Program]

This program chose to use LINUX and open software as opposed to the MacOS or Windows. Maine ·  From Craig Dickinson,ACTEM Business Manager - Coincidentally, we ran an article in our last newsletter about ACTEM VP Crystal Priest (cpriest@sad4.com) who was arguably Maine's pioneer in 1-1. I've attached the article for background in case you would like to contact her. Our newsletters are also posted at our site.

This is a valuable link for our statewide initiative which addresses lots of local concern issues. http://www.maine.gov/mlti/portals/

Jim Burke (jim_burke@sad17.k12.me.us) would be a good resource to contact I would suspect. [|SAD4 - A look back.doc] ·  [|The Maine Learning Technology Initiative: Teacher, Student, and School Perspectives Mid-Year Evaluation Report], prepared by the Maine Education Policy Research Institute, March 2003.

A really good evaluation of Maine's laptop initiative. It includes lots of good information including lessons learned, surveys, statistics, and student and teacher interviews. ·  [|Loving the Laptops], Portland Press Herald - Maine Sunday Telegram, May 21, 2007, Beth Quimby.

Talks about the continued success of the Maine Laptop Initiative. Notes that after several years of flat test scores, they found students from classes whose teachers participated in professional developement to learn how to integrate computers into the curriculum, generally had higher test scores. Michigan ·  [|Michigan's Freedom to Learn Initiative] New Hampshire ·  [|Technology Promoting Student Excellence: An Investigation of the First Year of 1:1 Computing in New Hampshire], Released May 2005, Damian Bebell, Ph.D, Technology and Assessment Study Collaborative, Boston College.

Note: p 35, comment "...the TPSE program had positive impacts on teaching and learning for all types of students..." Texas ·  [|The Technology Immersion Project] ·  [|The Evaluation of the Texas Technology Immersion Project (eTxTIP)]. Has a year 3 evaluation paper with statistics on standardized test scores. Virginia - Henrico County Public Schools ·  [|Teaching and Learning Initiative] ·  Researchers found that the most successful technology projects were those where teachers were least dependent on resources beyond their reach. In a study of 118 recipients of technology innovation grants (Zhao et al., 2001) found that the conditions for successful implementation of innovations with technology suggest that teachers need: ·  to know whether the technology application they wish to use requires additional equipment, Internet and network connections, and software in order to work effectively ·  to know how to use and have access to the additional resources as well as to the application they have selected ·  awareness of and access to timely technical guidance ·  to use technology applications that are consistent with their own teaching practice and pedagogy, the social dynamics of the school, the school culture (collaborative or individualistic), and the curricular goals of the school and district ·  colleagues who will support and mentor them through the implementation of their innovative efforts. ** Articles ** ·  The Brutal Facts of 1:1 Computing - [|http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6284 <span] style="FONT-SIZE: 7pt; LINE-HEIGHT: 150%; mso-bidi-font-size: 11.0pt">

<span style="FONT-SIZE: 14pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> more to come.
 * VIII. Funding Options **

<span style="FONT-SIZE: 14pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> One-to-One Laptop Initiative History
 * IX. Appendix **

After reading a Portsmouth Herald article about the One-to-One laptop program in Maine, an interested parent, Chris Lingamfelter approached Rye School Board member Mike Schwartz and then RJH Principal Jan Yost about establishing a similar program in Rye. The initial investigative committee was formed in the Fall, 2006 with Chris, Mike, Jan and RJH Science Teacher, Sheila Adams. The group solicited input from parents and began web based research.

In the Spring, 2007 the committee added parent Suzanne Vogt and Technology Coordinator Tim Moynahan. The committee conducted conference calls with educators and administrators who were involved in similar, successful programs in Maine and New Hampshire. (who has the names and titles?). Also, we should add conference that Sheila & Tim attended?

In the Fall, 2007, upon her retirement, Chris Pollet took over Jan Yost’s position on the committee. The group began to develop more formal plans of what a pilot program would look like at RJH. Research articles were reviewed for insight into what has worked and what has not worked at other school districts. The group brainstormed as to what an ideal technology program would be and what characteristics it would have. In the Spring of 2008, work on a proposal for the School Board began. Additional teach and staff input was solicited. The structure of a pilot program including success factors was established. The group began to define measures of success for a pilot program in Rye.

 [|[s1]]  ( [|http://www.kidsource.com/kidsource/content2/guidelines.computers.html<span] style="font-family: Times New Roman">) ** http://www.learnnc.org/lp/pages/bartlett0609-1 **